Misty+BurnworthLBF

This survey was completed as part of Edtec 670. The online survey tool, Survey Monkey, was used to gather data so that comarisons can be made between fun learning experiences and boring ones, using informal survey questions. Some answers were selected from choices, while others provided free response. The survey audience ranged from seven years old to 72 years old. The average age is between 35 - 45 years of age.

I tried initially to look at the differences between older and younger participants to compare how learning has changed over the years. However, what I noticed was that the when a learning experience involves listening (87.8%), remembering (70%), interaction (approximately 64%), and critical thinking (67%), it was considered fun. However, when an experience requires primarily listening (91%), sitting still (73%), and very little critical thinking (42%) the experience is boring for the learner. The results were very similar across the ages.

**Learning experiences are boring if you are expected to be a passive learner.**

 * When asked to discuss a boring learning experience, 93% of women, compared to 87% of men, said they were expected to listen. Mr. Bad referred to an experience where they were required to copy data from the board and memorizing that data.

Women, more so than men, consider an experience boring when they are expected to listen not interact.

 * I had expected more women to comment about the inability to interact, but most women referred to the monotone voices of the instructors. For example, Kali's mom still remembers the monotone voice 40 years later.

Interaction was key to the fun learning experiences.

 * When 71% of women and 66% of men were expected to interact they considered them fun. Compared to the 11% of bored students who were not expected to interact. Delaney (female) said that it is "more fun when you get to interact with people." Kaybee (male) replied that his learning experience, "was interactive and the instructor presented the material more in the form of a dialogue than a formalized presentation."

Fun learning experiences require the learner to do more.

 * All of the fun learning experiences had more expectations that the boring experiences. For example, The boring learning experiences expected the learners to listen (92%), watch (72%), sit still (73%), and remember (67%). On the other hand, the fun learning events required more from the learners. They were expected to listen (87%), watch (84%),and remember (70%), but the learners were also expected to interact with each other (69%), the instructor (69%), and with artifacts (57%). They were also expected to move around (48%), present (59%), think creatively (65%), and think critically (67%).

Reflection
Teachers tend to simplify lessons for students who are below grade level. They tend to lecture and explain more, therefore expecting less from their students. The result is students who are low, and have no interest in learning. They lack positive learning experiences. After reading the results from this survey, I have realized that students enjoy learning more when they are expected to do more. The more that they are expected to do, the more they will learn. This theory need to be extended to our teaching of English learners as well as the lower level students. We need to integrate problem based learning for all students, not just the Gifted students and student who are at grade level. Creating fun learning experiences can show everyone that life should be filled with fun learning experiences.